Collaboration Improves Student Interest in Online Tutoring

Arroyo, Ivon; Wixon, Naomi; Allessio, Danielle; Woolf, Beverly Park; Müldner, Kasia; Burleson, Winslow

doi:10.1007/978-3-319-61425-0_3

Cited by 11 publications

(4 citation statements)

References 22 publications

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“…(Savi, Ruijs, Maris, & van der Maas, 2018, p. 85) Yet another approach is peer tutoring. It has been found that students that collaborated more frequently face-to-face with a peer student, as a complement to using online learning environments, were associated with reduced boredom/increased interest (Arroyo et al, 2017).…”

Section: Individual Tutoring and Tutor Questionsmentioning

confidence: 99%

Identifying and exploring the effects of different types of tutor questions in individual online synchronous tutoring in mathematics

Hrastinski

Stenbom

Benjaminsson

et al. 2019

Interactive Learning Environments

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Although we know that asking questions is an essential aspect of online tutoring, there is limited research on this topic. The aim of this paper was to identify commonly used direct question types and explore the effects of using these question types on conversation intensity, approach to tutoring, perceived satisfaction and perceived learning. The research setting was individual online synchronous tutoring in mathematics. The empirical data was based on 13,317 logged conversations and a questionnaire. The tutors used a mix of open, more student-centred questions, and closed, more teacher-centred questions. In contrast to previous research, this study provides a more positive account indicating that it is indeed possible to train tutors to focus on asking questions, rather than delivering content. Frequent use of many of the question types contributed to increased conversation intensity. However, there were few question types that were associated with statistically significant effects on perceived satisfaction or learning. There are no silver bullet question types that by themselves led to positive effects on perceived satisfaction and learning. The question types could be used by teachers and teacher students when reflecting on what types of questions they are asking, and what kind of questions they could be asking.

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Section: Individual Tutoring and Tutor Questionsmentioning

confidence: 99%

Identifying and exploring the effects of different types of tutor questions in individual online synchronous tutoring in mathematics

Hrastinski

Stenbom

Benjaminsson

et al. 2019

Interactive Learning Environments

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show abstract

“…The research has historically focused on interactions in controlled environments, but researchers have begun to take this work into the real world, notably computer-enabled classrooms. The study reviewed below reflects one such effort by our research group and collaborators, but the reader is directed to Arroyo et al (2009) for their pioneering work on affect detection in computer-enabled classrooms.…”

Section: Affect Detection From Bodily Signalsmentioning

confidence: 99%

The Handbook of Learning Analytics

Gašević¹,

Merceron²

2022

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Over the last ten years learning analytics (LA) has grown from a hypothetical future into a concrete field of inquiry and a global community of researchers and practitioners. Although the LA space may appear sprawling and complex, there are some clear through-lines that the new student or interested practitioner can use as entry points. Four of these are presented in this chapter, 1. LA as a concern or problem to be solved, 2. LA as an opportunity, 3. LA as field of inquiry and 4. the researchers and practitioners that make up the LA community. These four ways of understanding LA and its associated constructs, technologies, domains and history can hopefully provide a launch pad not only for the other chapters in this handbook but the world of LA in general. A world that, although large, is open to all who hold an interest in data and learning and the complexities that follow from the combination of the two.

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“…This direct link between emotion and learning, however, is not always present. For instance, Arroyo et al (2017) tested an intervention designed to reduce boredom by having a tutoring system promote collaboration between students. The intervention successfully reduced boredom but did not impact student learning.…”

Section: Affect and Learningmentioning

confidence: 99%

The Effect of Assistance on Learning and Affect in an Algebra Tutor

Borracci

Gauthier

Jennings

et al. 2019

Journal of Educational Computing Research

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We investigated the impact of assistance on learning and affect during problem-solving activities with a computer tutor we built using the Cognitive Tutor Authoring Tools framework. The tutor delivered its primary form of assistance in the form of worked-out examples. We manipulated the level of assistance the examples in the tutor provided, by having similar problem-example pairs in one version of the tutor (high-assistance condition) and reduced similarity problem-example pairs in the other version (reduced-assistance condition). The reduced-assistance condition resulted in significantly higher learning, without increasing negative affect like frustration.

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Collaboration Improves Student Interest in Online Tutoring

Cited by 11 publications

References 22 publications

Identifying and exploring the effects of different types of tutor questions in individual online synchronous tutoring in mathematics

Identifying and exploring the effects of different types of tutor questions in individual online synchronous tutoring in mathematics

The Handbook of Learning Analytics

The Effect of Assistance on Learning and Affect in an Algebra Tutor

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